THE FIVE COMPONENTS -- PREVALENCE AND LEVELS -- BIOLOGICAL UNDERPINNINGS AND THE DMNA -- THE DYNAMICS OF TALENT DEVELOPMENT -- SUMMING UP -- REFERENCES -- Chapter 7: Problematizing Gifted Education: Thinking Radically About Our Beliefs and Practice -- PARADIGMS IN GIFTED EDUCATION -- PROBLEMATIZING GIFTED EDUCATION -- CONCLUSION -- NOTES -- REFERENCES -- PART II: IDENTIFICATION -- Chapter 8: Considerations for the Identification of Gifted and Talented Students -- GUIDING PRINCIPLES -- AN INTRODUCTION TO IDENTIFICATION: A SUMMARY -- DEFINITIONS AND TERMS USED IN DISCUSSIONS OF IDENTIFICATION -- GUIDING QUESTIONS TO CONSIDER REGARDING IDENTIFICATION -- NOTES -- REFERENCES -- Chapter 9: Identification of Gifted and Talented Students -- APPROACHES TO THE IDENTIFICATION OF GIFTED STUDENTS -- LOOKING AT THE IDENTIFICATION PROCESS IN DETAIL -- ALTERNATIVE APPROACHES TO IDENTIFICATION -- CLOSING COMMENTS -- NOTE -- REFERENCES -- Chapter 10: Traditional Identification Instruments -- TRADITIONAL ASSESSMENTS: WHAT DO THEY MEASURE? -- TRADITIONAL ASSESSMENTS: WHAT DO THEY NOT MEASURE? -- CHOOSING TO USE TRADITIONAL ASSESSMENT(S) -- CONCLUSIONS -- NOTES -- REFERENCES -- Chapter 11: Uses and Misuses of Matrices in Identifying Gifted Students: Considerations for Better Practice -- COMMON PRACTICES INVOLVING A GIFTED IDENTIFICATION MATRIX -- ISSUES WITH THE GIFTED IDENTIFICATION MATRIX PROCESSES -- OTHER RELATED ISSUES -- CONSIDERATIONS TO MAKE THE USE OF MULTIPLE MEASURES FOR GIFTED IDENTIFICATION A VALID APPROACH -- NOTE -- REFERENCES -- Chapter 12: Identifying Gifted Learners: Utilizing Nonverbal Assessment -- CONCLUSION -- NOTES -- REFERENCES -- Chapter 13: Utilizing Non-test Assessments in Identifying Gifted and Talented Learners -- BELIEFS AND VALUES UNDERLYING NON-TEST ASSESSMENTS -- CONNECTING DEFINITIONS OF GIFTEDNESS AND IDENTIFICATION PRACTICE